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Full-Text Articles in Education
Teacher Effectiveness And Experience Comparing Evaluation Ratings And Student Achievement, Janice Marie Garnett
Teacher Effectiveness And Experience Comparing Evaluation Ratings And Student Achievement, Janice Marie Garnett
Student Work
The purpose of this quantitative study was to discover and describe the relationship of teacher experience and evaluation ratings aligned with student achievement results in a public school setting. The research question guiding this study: Is there a significant relationship between teacher effect data in elementary school mathematics and reading and a teacher’s years of experience and performance ratings?
Analysis Of Participation In 21st Century Community Learning Center After-School Program And Student Grade Five Achievement, Willie T. Herbert
Analysis Of Participation In 21st Century Community Learning Center After-School Program And Student Grade Five Achievement, Willie T. Herbert
Student Work
This study explored the fifth grade achievement in reading, math, and language as measured by the California Achievement Test for students who were selected because of at-risk factors into an after-school achievement and enrichment program. Students in grades one to five attended this 21st Century Learning Center Program from one to five days per week. Means of fifth grade achievement from participants in 2008-2012 were compared to the means of students within the same school setting.
An Analysis Of A District-Led Leadership Seminar On The Dispositions Of Certified Staff Members, Michael J. Rupprecht
An Analysis Of A District-Led Leadership Seminar On The Dispositions Of Certified Staff Members, Michael J. Rupprecht
Student Work
The purpose of this study was to determine whether or not a district-led, grow-your-own leadership seminar had a significant impact on the dispositions of its members compared to staff members who did not participate in the program. The participants involved (N = 20) included a naturally formed group of certified staff members (n = 10) who attended and completed a nine-month, district-led, grow-your-own leadership seminar and a demographically-matched, randomly selected group of certified staff members (n = 10) who did not attend or complete the leadership seminar. The dependent variable used in this study was the Administrator Disposition Index (ADI), …
Evaluating The Achievement Of Students Who Did Or Did Not Participate In A High Ability Learning Program, Elizabeth A. Fitzgerald
Evaluating The Achievement Of Students Who Did Or Did Not Participate In A High Ability Learning Program, Elizabeth A. Fitzgerald
Student Work
The purpose of this study is to determine whether or not students who had participated in a High Ability Learning Program performed at higher levels on a variety of achievement tests and overall grade point averages in the 12th grade than students who did not participate in the High Ability Learning Program. The data analyzed for this study included NeSA Reading, Math and Science scores, ACT scores, overall grade point averages, advanced placement grade point averages, and advanced placement participation frequencies. All participants in this study had ability scores within the 109 to 121 range. The results of the study …
Implementing A One-To-One Ipad Program In A Secondary School, Donald P. Johnson
Implementing A One-To-One Ipad Program In A Secondary School, Donald P. Johnson
Student Work
The purpose of this study was to identify and analyze the necessary data and use it to determine the degree of success of the implementation process used to initiate a 1:1 iPad program in a senior high school. Use of this data enabled the district to more effectively infuse the use of the iPad into the delivery of instruction designed to improve student achievement. This study utilized a developmental evaluation model to assess the implementation of the processes used as the 1:1 iPad initiative was designed and implemented. Developmental evaluation is a suitable evaluation model as it supports the process …
The Effect Of Prior High School Dual Enrollment Course Completion And Access Equity On First Generation College Attending Students, Douglas E. Stansberry
The Effect Of Prior High School Dual Enrollment Course Completion And Access Equity On First Generation College Attending Students, Douglas E. Stansberry
Student Work
Cumulative college grade point average, ratios of college credits earned to college credits attempted and persistence from one year in college to the next are impacted by the presence of dual enrollment credits earned by students while in high school. The groups analyzed in this study were first generation college attending minority and majority students who completed dual enrollment credits while in high school and attended the same university. The groups compared in this study were minority students who completed three to five dual enrollment credits while in high school ( n = 19), majority students who completed three to …
The Effect Of Poverty On The Achievement Of Urban African American Male Students Successfully Completing High School, Amy L. Welch
The Effect Of Poverty On The Achievement Of Urban African American Male Students Successfully Completing High School, Amy L. Welch
Student Work
The purpose of this study was to determine the impact of poverty on the achievement of African American male high school students attending the same large Midwest urban school district. Cumulative grade point average (GPA) at the tenth grade level were compared to the level of poverty provided through census data of African American male tenth grade high school students (N = 162) and compared again two years later using cumulative GPA of the same African American male students at graduation. Standardized achievement test scores, PLAN test taken in the fall of the tenth grade year and ACT test taken …
Exploring The Effects Of District Mathematics Curriculum On Nesa-M Student Cohort Scores From 2011 To 2012, Julee R. Sauer
Exploring The Effects Of District Mathematics Curriculum On Nesa-M Student Cohort Scores From 2011 To 2012, Julee R. Sauer
Student Work
The purpose of this study was to explore the effects of that new mathematics curriculum on Nebraska State Accountability-Mathematics (NeSA-M) student cohort scores from 2011 to 2012. Thus, this study compared exact student matches of mean scale scores on the 2011 NeSA-M after the implementation of traditional mathematics curriculum to their mean scale scores on the 2012 NeSA-M after the implementation of new district mathematics curriculum.
Behavior Outcomes Of Kindergarten Through Third-Grade Students Following An Exclusionary Consequence Or An In-School Alternative Consequence For Violent Or Aggressive Behavior At School, Amy E. Williams
Student Work
The purpose of this study was to compare the behavior outcomes of kindergarten (n = 20), first-grade (n = 20), second-grade (n = 20), and third-grade (n = 20) students in a large urban Midwestern school district returning to school after receiving out-of-school suspensions for violent and/or aggressive behaviors with the behavior outcomes of same school district kindergarten (n = 20), first-grade (n = 20), second-grade (n = 20), and third-grade (n = 20) students receiving non-exclusionary, in-school disciplinary alternatives for matched levels of violent and/or aggressive behaviors. The results of this study support the notion that school administrators and …
The Effect Of School Counselors' Domain Specialization On Seniors' Milestone Completion And College Access Planning, Nancy J. Bond
The Effect Of School Counselors' Domain Specialization On Seniors' Milestone Completion And College Access Planning, Nancy J. Bond
Student Work
The purpose of this study was to determine the effect of senior high school counselors' domain specializations—academic, advanced education, career, and personal/social—from two urban high schools, on alphabetically assigned graduating seniors' with low, mid-range, and high Grade Point Averages documented college and career readiness milestone completion rates.
Achievement, Engagement, And English Language Acquisition Of Fourth-Grade Ell Students Following Five Years Of Instruction In An English As A Second Language Program Or Instruction In A Dual Language Program In The Same Urban Elementary School, Rony E. Ortega
Student Work
The purpose of the study was to compare the achievement, engagement, and English acquisition of students from the same urban elementary school who received instruction in an English as a Second Language (ESL) program from kindergarten through fourth-grade compared to the achievement, engagement, and English acquisition of students who received instruction in a Dual Language (DL) program from kindergarten through fourth-grade to determine the effectiveness of both programs that are aimed at helping English language learners (ELLs) acquire the English language. All Hispanic ELLs with the home and school correspondence language of Spanish were in attendance in the research urban …
The Impact Of High-Speed Internet Connectivity At Home On Eighth-Grade Student Achievement, Kent J. Kingston
The Impact Of High-Speed Internet Connectivity At Home On Eighth-Grade Student Achievement, Kent J. Kingston
Student Work
In the fall of 2008 Westside Community Schools - District 66, in Omaha, Nebraska implemented a one-to-one notebook computer take home model for all eighth-grade students. The purpose of this study was to determine the effect of a required yearlong one-to-one notebook computer program supported by high-speed Internet connectivity at school on (a) English, (b) math, (c) reading, (d) science, and (e) composite score norm-referenced EXPLORE achievement test scores, District's Criterion-Referenced Descriptive Writing Assessment scores, and classroom performance grade point average (GPA) scores for the core subjects (a) English, (b) science, (c) social studies, and (d) cumulative GPA scores of …
Access Patterns Of Adhd Students Utilizing Campus Disability Services Supports, Meribeth L. Jackson
Access Patterns Of Adhd Students Utilizing Campus Disability Services Supports, Meribeth L. Jackson
Student Work
Source of initial access to disability services, accommodations received as supports on campus, and the rate of continuous enrollment data was measured and compared for students diagnosed with ADHD prior to age eighteen and those diagnosed with ADHD after age eighteen. These two groups were compared to analyze the assumption that students who were already immersed in a special services environment would be more capable of accessing services in the postsecondary setting more readily than those who had been newly diagnosed just prior to or after entering postsecondary education. Students with a diagnosis prior to age eighteen (n = 34) …